TIMS/ACT 48/NEW EVALUATIONS J

English as a Second Language (K-12) Program Specialist Program guidelines revised to strengthen program competencies. The number of credits per program may not exceed 18. 60 hours of field experiences added to program Field experiences must be face-to-face with ESL learners. Application deadline was August 31, 2012.

English as a Second Language (K-12) Program Specialist 27 Institutions of Higher Education have applied to offer the ESL program. 11 Intermediate Units have applied.

Endorsements PDE has released endorsement guidelines for: Autism Spectrum Disorders * requires 80 hours of field experience Instructional Coaching * requires 45 hours of field experience Programs may not exceed 12 credits. 4 4

Field Experiences and Student Teaching Competencies have replaced required field experience hours. Performance competencies have been added to student teaching. Student teaching remains 12 weeks in duration. 5 5

Chapter 49 New Certificates New Certificates include: Pre K-4 4-8 Special Education PK-8 Special Education 7-12 Current N-3, K-6 and Special Education N-12 expire on August 31, 2013.

New Certificates and Departmentalization Grades Pre K-4 (Subject Code 2825): Program focus on child development, impact of family needs , diverse populations May teach early childhood / elementary content Pre K through 4th grade Grades 4-8th (Subject Code 3100): Program includes prep in elementary content areas and one or two content concentrations May be used to teach elementary content 4th grade through 6th grade May be used in areas of the educators’ single or double content concentrations at the 7th and 8th grade

New Certificates and Departmentalization Special Education PreK-8 (Subject Code 9226): Combined Special Education certification with Pre K-4, 4-8 or Reading Specialist to prep candidate to be highly qualified in subject areas May be used to teach in a Special Education setting or a regular education placement that matches the chosen concentration Special Education 7-12 (Subject Code 9227) Combined Special Education certification with a secondary 7-12 subject area or Reading Specialist May be used to teach in a Special Education setting 7-12 or a regular education placement that matches the chosen concentration

Alternative Programs Non-education related agencies may offer Post-bacc teacher preparation programs. All program providers will be required to complete an initial application. All program providers will be required to undergo a Major Review every seven years. Current interest: * CCIU - Special Education * CLIU - Principal * Philadelphia CS - Administration 9 9

TIMS LEA News – Oct 2012 Alien Provisional Certificates Replaced PAIU Vocational Applications Separated Vocational Intern (24) Vocational Supervisor (19) Vocational Military Science I (28) Vocational Military Science II (29) Applicant Messaging – Reply Only Citizenship Profile Change Expedite

TIMS Applicant Rule: Create the Profile PAIU TIMS Applicant Rule: Create the Profile TIMS Users who have credentials must use the SSN (Social Security Number), Date of Birth and Name supplied on their most recent application to connect to existing records. Contact the PDE Help line 717 728-3224 if entrance is rejected or not connected to existing records.

TIMS Applicant Rule: Visit and Use the Dashboard CARBON-LEHIGH IU 21 TIMS Applicant Rule: Visit and Use the Dashboard Watch for application related messages Create and Monitor Applications Keep your Profile Up to date Correct Name, Social Security, Citizenship View Tests on File Print Unofficial Certificates

TIMS Local Education Agency (LEA) “Rules” CARBON-LEHIGH IU 21 TIMS Local Education Agency (LEA) “Rules” If you have multiple roles – check to see how you logged in when the screens are “grayed out” Expedite via message (Oct 2012): You wish to extend an offer of employment A certificate will or has lapsed Not for permits, BEQ or MEQ Attend Training/Q & A Webinars Review the Permit Clarification memo

TIMS 06 Permit Clarifications Send copies for 06 Day-to-Day sub audits CARBON-LEHIGH IU 21 TIMS 06 Permit Clarifications Send copies for 06 Day-to-Day sub audits Do NOT send money orders for audits Good moral character (GMC) applicants must submit a permit request through TIMS every year Non-US Citizens must submit a permit request through TIMS every year Applicants must correct citizenship!

Alternative Administration Commission – 5 applications in process Commission Qualification letter – 11 applications approved; 6 in process Principal – 2 applications approved

Educator Effectiveness

Background A multi-phase project that began with $800,000 Gates Foundation grant to facilitate the development of statewide policy, tools and processes to evaluate teachers and principals in which student achievement is a significant factor affecting performance ratings PDE is closely following the work of the Pittsburgh Public Schools, recipients of a $40 million Gates Foundation grant that is more comprehensive in scope but similar in redesigning evaluation policy, tools and processes A University of Pittsburgh researcher is conducting a qualitative analysis regarding the effectiveness of principal training and the comprehensiveness, validity, transparency, practicality, and quality of the teacher evaluation system A third party researcher is conducting a quantitative analysis evaluating the relationships between professional practices as measured by classroom observation scores and teacher contributions to student achievement

2010-2011 Phase I Sites Allentown School District Cornell School District Mohawk School District IU 5 – Northwest Tri-County

2011-2012 Phase II Sites 119 Local Education Agencies, including School Districts, CTCs, Charter Schools and IUs 363 Buildings 658 Supervisors 2,348 Teachers in PSSA tested subjects 2,586 Teachers in non-PSSA tested subjects

2012-2013 Phase III Sites 293 Local Education Agencies, including School Districts, CTCs, Charter Schools and IUs 1,255 Schools 1,972 Supervisors 20,360 Teachers in PSSA tested subjects 3,771 Teachers in non-PSSA tested subjects

The Danielson Framework for Teaching

Danielson Framework for Teaching Starting with the 2013-2014 school year, all professional educators holding an Instructional Certificate will be evaluated using the Danielson Framework for Teaching, except for specific exceptions defined within the law that may delay implementation in a small number of districts Professional development linked to Danielson components is available on SAS  

Observation/Evidence from the Danielson Framework Classroom observations by Principal/supervisor, including evidence that demonstrates behaviors associated with improving student achievement: Planning and preparation, including selecting standards-based lesson goals and designing effective instruction and assessment; Classroom environment, including establishing a culture for learning and appropriate classroom management techniques that maximize instructional time; Instruction, including the use of research-based strategies which engage students in meaningful learning and utilize assessment results to make decisions abut student needs; and Professional responsibilities, including using systems for managing student data and communicating with student families

Danielson Framework, Domain 3: Instruction Component 1. Failing 2. Needs Improvement 3. Proficient 4. Distinguished 3a: Communicating with students Expectations for learning, directions and procedures, and explanations of content are unclear or confusing to students. Teacher’s use of language contains errors or is inappropriate to students’ cultures or levels of development Expectations for learning, directions and procedures, and explanations of content are clarified after initial confusion; teacher’s use of language is correct but may not be completely appropriate to students’ cultures or levels of development. Expectations for learning, directions and procedures, and explanations of content are clear to students. Communications are appropriate to students’ cultures and levels of development. Expectations for learning, directions and procedures, and explanations of content are clear to students. Teacher’s oral and written communication is clear and expressive, appropriate to students’ cultures and levels of development, and anticipates possible student misconceptions. 3b: Using questioning and discussion techniques Teacher’s questions are low-level or inappropriate, eliciting limited student participation, and elicit recitation rather than discussion. Some of the teacher’s questions elicit a thoughtful response, but most are low-level, posed in rapid succession. Teacher’s attempts to engage all students in the discussions are only partially successful. Most of the teacher’s questions elicit a thoughtful response, and the teacher allows sufficient time for students to answer. The students are engaged and participate in the discussion, with the teacher stepping aside when appropriate. Questions reflect high expectations and are culturally and developmentally appropriate. Students formulate many of the high-level questions and ensure that all voices are heard.

Multiple Measures of Educator Effectiveness

Additional Items

Alternative Rating System Must be approved by PDE Must meet or exceed the measures of effectiveness in the PA Educator Effectiveness System Must identify the employee as Distinguished, Proficient, Needs Improvement or Failing  

Differentiated Supervision Participation in Differentiated Supervision is available to any tenured professional who has received at least a Proficient rating on the Danielson Framework of Teaching in the previous two years. Each tenured professional will be assigned to the Formal Observation Mode for one (1) year during the supervision cycle. Tenured professionals newly hired by a district will be eligible to participate in Differentiated Supervision after successfully completing his/her first year in the Formal Observation Mode.

Differentiated Supervision Additional Guidelines will include: Principals maintain the right to remove a teacher from the Differentiated Supervision program and place them into the Formal Observation or Intensive Supervision modes of supervision. Informal observations may occur at anytime regardless of the supervision mode a teacher has selected or has been assigned for that school year. Differentiated Supervision Modes must align to the Danielson Framework for Teaching and is related to a district or school initiative designed to improve instructional practices. Each mode must be approved by the principal. The professional is required to complete a mid year and an end of the year self-reflection report regarding their goal setting, planning, procedures, results, and impact on student achievement. All professionals enrolled in Differentiated Supervision will also be rated on Domain 4 of the Danielson model: Professional Responsibilities

Professional Development Opportunities

Inter-rater Reliability Teachscape’s Framework for Teaching Proficiency System (FFTPS) Professional development for those conducting observations 20 hours of training content Self paced Total training time can be faster or longer 11 online learning modules for observers Orientation to observer training Minimizing bias 9 modules on Framework for Teaching Overview Framework for Teaching Components in Domain 2 and Domain 3 detailed rater training on each component and performance level Over 100+ master scored videos

Professional Development on SAS Teachscape’s Framework for Teachers Effectiveness Series (FFTES) For anyone Self-Paced and Video-Rich Online Learning Resources The Framework for Teaching Effectiveness Series includes 2 sets of learning modules: 1. Laying the Foundation Orientation to course materials Understanding the Framework for Teaching Applying the Framework for Teaching 2. Framework Components 8 individual learning modules which explore the eight observable components in Domains 2 and 3 of Danielson’s Framework for Teaching

Additional Professional Development on SAS Professional development courses are aligned to the Danielson, 2011 Framework for Teaching Stand alone: 20 courses are currently available on SAS The following course models are in development: Prerequisite Model: Courses designed to build on each other Deepening Knowledge Model: Pre-requisites not required; educators select courses based on their knowledge/experience level

Certification Policy Goal Achieve a system of teacher preparation, certification and ongoing professional development that is aligned and driven by impact/results rather than a series of inputs. Impact/results- Demonstration of knowledge and skills Research based professional practice Student achievement

Possible Certification Changes Student Teacher Evaluation Development of new Assessment Aligned with Educator Effectiveness System

Possible Certification Changes Alignment with Educator Effectiveness Induction Program Act 48 Instructional I Conversion – Level II Eliminate Health Certificate Require the PAPA tests prior to entry into the program

Questions?